MMoral and Ethical Development Essay
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School
Pennsylvania State University *
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Course
354
Subject
Philosophy
Date
Feb 20, 2024
Type
docx
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4
Uploaded by sicyr3
Sicymol Regi
EDU-354
1/14/2024
Moral and Ethical Development Essay Children understand right from wrong, which is the justification for imparting knowledge or encouraging ethical and spiritual growth in the learning environment. An individual's growth in morality will have a significant influence on both their lives and the community at large. Educating ethical thinking helps kids see that they are capable of making independent decisions about what is acceptable and unacceptable. If they may not been explicitly educated legal or moral methods to respond to particular events in their homes, this assists children choose the proper choices. Pupils understand that their thoughts and behaviors have real-world repercussions. In the school, as their instructors guide children to become good citizens, they study the reasons for morality and how to make moral decisions. This has the effect of helping instructors recognize the various stages of moral development that their pupils are at. By adhering to this notion, educators can get insight into their pupil's beliefs and perspectives.
While development in morals occurs in phases for kids, parental involvement is necessary for ethical development, despite growing physically. A child needs an adequate basis at every stage of development in order to grow up to be a righteous adult. They begin to comprehend the standard aspects of how their emotions are as early as birth. After then, toddlers start to understand that what they do is potentially right or incorrect. In stage 3 between age 3 to 7 years old a kid develops household ideals, and they continue to acquire the Golden Rule idea
(Carpendale, 2000). They then start to experiment to find what is true whereas what is only what their guardians say. When they often reach their teenage years, kids start to see their guardians more as advisors than as authoritative numbers, and they experiment. It might be difficult to make moral decisions at this time when competition and the need to fit in are overwhelming. Everything counts, including the way they were shaped at their residence and in education. By assisting others and encouraging their kid's desire to support others, families may also serve as role models for beneficial conduct (Lili Tian et al., 2018). Instructors have the authority to request that their pupils participate in volunteer work, which fosters empathy and compassion for
humanity.
The initial stage of moral deductive reasoning is often encountered in primary school. Pupils perform appropriately in the initial phase of this phase because they have been instructed to act so by a reputable source. The idea that behaving in a manner that benefits oneself constitutes acceptable conduct characterizes the subsequent phase of this process. Knowing what is good and wrong constitutes the following stage of ethical thought. A mentality focused on doing what is going to prevail over people characterizes the initial step of this process. The next stage is focused on following the rules and fulfilling one's responsibility commitments. Kohlberg believed that most individuals do not possess the third degree of ethical thought. A sincere concern for the well-being of individuals as well as an appreciation for community reciprocity characterize its initial stage (phase 5). Consideration for fundamental values and the requirements of personal morality underpin the last step (phase 6). According to Kohlberg, people were able to proceed between these phases one at a moment. They had to successfully complete each level before they were permitted to move on to the next. For instance, it's critical to pose ethical questions for pupils during class discussions so they may see how morality is
rational to grow. Kolberg’s debate about morals technique was one strategy to encourage moral growth via learning (Walker, 1982).
Students enrolled in childhood instruction are in the traditional moral development phase. This suggests that, ideally, individuals are abiding by the guidelines to stay out of trouble. They pick up traditional moral deductive skills. Youngsters who exhibit traditional moral thinking have assimilated the fundamental norms of their culture that define what is proper and incorrect action. In established the following phase students observe the norms centered on personal desire
and explore whatever people might do for benefit (Carmichael et al., 2019). They are aware that if they faithfully abide by the guidelines, they could even get praised or stay out of problems. They do what is right because they want to benefit themselves or receive rewards for doing what is right. They are balancing risks with benefits, while others are testing the endurance of their instructor by pushing the envelope as far, they possibly are able without getting in trouble. While
some might test their limits since they are just beginning, the majority behave morally.
I think that discussing many scenarios helps my pupils understand what is appropriate and bad and adheres to the moral growth standards. Group assignments are crucial because they enable pupils to encourage other people and the final product. Through literature and imaginative play, kids can be encouraged to consider ethical questions, act out scenarios, and discover the ethically
right or wrong resolution to a narrative. among order to foster proactive conduct among the pupils, I will additionally use scheduled events and let them assist one another in the teaching environment. It is crucial that students comprehend and react upon the principles of moral and ethical growth from childhood. Regarding the benefit of the community, it is crucial that families, educators, and guardians uphold and encourage the highest standards of ethical conduct
in order to raise kids with integrity who will follow an unbending standard of morality.
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References
Carmichael, C. L., Schwartz, A. M., Coyle, M. A., & Goldberg, M. H. (2019). A Classroom Activity for Teaching Kohlberg’s Theory of Moral Development. Teaching of Psychology
, 46
(1), 80–86. https://doi-
org.lopes.idm.oclc.org/10.1177/0098628318816180
Carpendale, J. I. M. (2000). Kohlberg and Piaget on Stages and Moral Reasoning. Developmental Review
, 20
(2), 181–205.
Lili Tian, Xiao Zhang, & E. Scott Huebner. (2018). The Effects of Satisfaction of Basic Psychological Needs at School on Children’s Prosocial Behavior and Antisocial Behavior: The Mediating Role of School Satisfaction. Frontiers in Psychology
, 9
. https://doi-org.lopes.idm.oclc.org/10.3389/fpsyg.2018.00548
Walker, L. J. (1982). The Sequentiality of Kohlberg’s Stages of Moral Development. Child Development
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(5), 1330–1336. https://doi-org.lopes.idm.oclc.org/10.2307/1129023